FS TSL3105 Notes Compilation

&

NOTES COMPILATION &

TSL3105

TEACHING LISTENING AND SPEAKING SKILLS IN THE PRIMARY ESL CLASSROOM

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& TSL3105 Notes Topic 1 : Principles of Teaching Listening and Speaking Skills  Differences between listening and spoken language

Listening

Spoken Language



Receptive skill



Productive skill



Active process of perceiving and



Meaningful sounds used to convey message



Has stress, pauses, intonation, etc to convey

understanding words 

Noticing tone of voice, inflexion, volume

different messages 

Noticing mood of the speaker



Keeping mind clear of distractions



Noticing nonverbal cues, including body language, facial expressions, distance



Enhances understanding by repeating & rephrasing ideas



Non-verbal cues. E.g. body language, gestures enhances message delivery

between people



& Differences between written and oral language

Written language

Oral Language



Formal



Less formal.



Precise



Less precise



More articulate and sophisticated



Writing is usually permanent and written



Speech is usually transient, unless recorded,



texts cannot usually be changed once they

and speakers can correct themselves and

have been printed/written out.

change their utterances as they go along.

Written language tends to be more complex



Spoken language tends to be full of

and intricate than speech with longer

repetitions, incomplete sentences,

sentences and many subordinate clauses.

corrections and interruptions, with the exception of formal speeches and other scripted forms of speech, such as news reports and scripts for plays and films.



Writers receive no immediate feedback from



their readers, except in computer-based

Speech is usually a dynamic interaction between two or more people.

communication. 

Writers can make use of punctuation,



headings, layout, colours and other graphical

Speech can use timing, tone, volume, and timbre to add emotional context.

effects in their written texts. 

Written material can be read repeatedly and



closely analysed, and notes can be made on

Speech cannot be listened repeatedly unless it is recorded.

the writing surface. 

Some grammatical constructions are only



Some types of vocabulary are used only or

used in writing, as are some kinds of

mainly in speech. These include slang

vocabulary, such as some complex chemical

expressions, and tags like y'know, like, etc.

and legal terms.



&  Listening process 6 stages: Hearing

Receiving sounds with your ears

Attention

The brain screens stimuli and permits only a select few to come into focus- these selective perception is known as attention

Understanding

Analyzing the stimuli we have perceived

Remembering

Add the information that we have received into our mind’s storage bank

Evaluating

the active listener weighs evidence, sorts fact from opinion, and determines the presence or absence of bias or prejudice in a message

Responding

The receiver will determine the degree of the success of the transmission of the message giving response.

     

Conventions of spoken language Dynamic – changes according to speakers and situations Often accompanied by non-verbal signals e.g. gestures, tones of voice Both speakers must be present for communication to take place Background knowledge of things talked Provides feedback/ response

 Communication process  Express/ share our wants feelings, thoughts and opinions clearly and effectively.  Listening and understanding what others communicate to us, observing verbal and nonverbal cues and responding to the message based on the understanding.  Effective communication = receiver interprets and understands the sender’s message in the same way the sender intended it.



&       

        

Factors affecting listening skills Clustering – break down speech into smaller groups of words Redundancy – rephrasing ideas, repetitions Reductions (assimilation, ellision) or contractions Hesitations, pauses, false starts Difference in intonation and stress patterns English varieties & accents Aims of KSSR English Syllabus

Factors affecting speaking skills grammatical accuracy pronunciation accent vocabulary appropriate response organisation of ideas fluency enthusiasm

The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that’s appropriate to the pupil’s level of development.

Aims of KSSR English Syllabus i.

Learning is fun, meaningful and purposeful a. Lessons, which emphasise meaningful contexts and the integration of language skills, allow pupils to learn by doing fun-filled activities. Contextualised as well as purposeful activities will promote the fun element in language learning.

ii.

Teaching is pupil-centered a. Teaching approaches, lessons and curriculum materials must suit the differing needs and abilities of pupils. It is important that appropriate activities and materials are used with pupils of different learning capabilities so that their full potential can be realized. The Mastery Learning strategy will ensure that pupils master all learning standards in order to help them acquire the language.

iii.

Integration of salient new technologies a. In line with growing globalization, technology is used extensively in our daily communication. Hence, emergent technologies can be used in language learning in order to enhance communication. Information available on the internet and other electronic media will be vital for knowledge acquisition. Networking facilities will be useful for pupils to communicate and share knowledge.



& iv.

Assessment for learning a. Continuous assessment is an integral part of learning which enables teachers to assess whether pupils have acquired the learning standards taught. Formative assessment is conducted as an on-going process, while summative assessment is conducted at the end of particular unit or term. A range of activities can be utilized in order to assess pupil’s performance orally or in writing. Formative and summative assessments will be used to gauge pupils’ performance.

Aims of teaching listening and speaking skills in KSSR i.

ii.

To develop pupils’ ability to listen and respond to stimulus with guidance, participate in daily conversations, listen and demonstrate understanding of texts, talk about stories heard; and listen and follow simple instructions. To make pupils to become confident speakers who can communicate clearly, appropriately and coherently in any given context.

 Top-Down Processing and Bottom-Up Processing

Top-Down Processing 

When a listener hears something, it

Bottom-Up Processing 

If the listener hears something that does

reminds him of the previous

not trigger anything from his previous

knowledge and this in turn, make him

knowledge, he will build block by block

to predict what kind of information he is

understanding all linguistic data he

likely to hear.

hears.



& 

Hearing vs listening

Hearing

Listening

Meaning:

Meaning:





Hearing is simply the act of perceiving sound by the ear.

Listening is something you consciously choose to do. Listening requires concentration so that your brain can process the meaning from

vs

words and sentences. Listening leads to learning.



Accidental



Focused



Involuntary



Voluntary



Effortless (Passive participation)



Intentional (Active participation)



Listening is an active process -

A listener actively constructs meaning from what heard. He identifies main points and the supporting details, distinguishes facts and opinions, guessing unfamiliar words etc. The listener can decide to agree or disagree with a particular speaker. The listener may like or dislike the speaker’s tone of voice or the choice of words. The listener will be able to respond well to any particular speaker.



& Pupils levels and characteristics

Beginners -

-

Cannot distinguish an English speech sound from the noises in the environment or the sounds of other languages they do not know. Do not have the idea where a word phrase begins and where it ends. Do not know the rules of English pronunciation or grammar.

Intermediate -

-

Have a fairly good grasp of the phonemic system of English Still have difficulty with authentic texts. Would not be able to handle such features of hesitations, background noise, false starts, etc. Can remember longer phrases and sentences

Advanced -

-


Very proficient in the language Can process the language almost automatically without paying conscious attention to it. If he fails to listen something, he will infer what it would have been by using the information from the rest of the talk he did manage to listen to.


& Topic 2 : Developing listening and speaking  Identifying listening and speaking skills in the syllabus

 Integrating listening and speaking skills 







Before listening: Plan for the listening task o Set a purpose or decide in advance what to listen for o Decide if more linguistic or background knowledge is needed o Determine whether to enter the text from the top down (attend to the overall o meaning) or from the bottom up (focus on the words and phrases) During and after listening: Monitor comprehension o Verify predictions and check for inaccurate guesses o Decide what is and is not important to understand o Listen/view again to check comprehension o Ask for help After listening: Evaluate comprehension and strategy use o Evaluate comprehension in a particular task or area o Evaluate overall progress in listening and in particular types of listening tasks o Modify strategies if necessary Decide if the strategies used were appropriate for the purpose and for the task



&  Techniques for teaching listening and speaking skills i.

ii.

Interviews o Decide on someone to interview. o Get the children to explain the best types of questions. o Give scenario. Photo story o Enable teacher to input pictures, sound, etc. o To create animated/photo stories

iii.

Freeze frame o Still images or frozen drama scenes. o Used to highlight a specific point.

iv.

Effective questioning o Children should be actively encouraged to ask question. o Teach the different types and functions of questions

v.

vi.

vii.

Talk partners o The children would use these pairings at specific points in a lesson to discuss opinion, feelings, etc. Drama o Experiment with styles of speaking, gesture and mime. Hot seating o Children generate questions to interrogate a character. o Teacher modelled the seating roles and question that can be asked.



&

Topic 3 : Selection and adaptation of materials and activities

 Principles of selection and adaptation The following are principles of materials adaptation: 1. 2. 3. 4.

Make dialogues communicative Make learning activities relevant and purposeful Meet the learners’ needs, both external and psychological Use models of real, authentic language

Why should we use materials? o o o o

As a source of language As a support in learning As a stimulus for pupil production As a record of learning

Why do we need to evaluate the materials? o

to determine the suitability of specific materials

*Factors to bear in mind when adapting materials: 1. The adaptation of materials must be based on what the pupils need to learn, not by the teacher’s own preferences or tastes 2. Any addition or deletion of materials must not go beyond a reasonable proportion, otherwise consider alternative materials 3. Teachers should use materials that cater for the need of the pupils’ knowing, not just for the needs of exams or tests. 4. Instructions - alter/ignore/add 5. Time (especially preparation time and execution time) 6. Is it enough or do you need to add extra stages 7. Interesting and able to motivate your pupils 8. Tackle the target language 9. Suitable for the pupils’ levels, abilities and learning styles (Mixed level groups may need different materials, Look for texts with a wide range of activities targeting multiple learning styles.)



& 10. Able to motivate the pupils to learn more 11. Suit your learning styles 12. Provide rooms for pupils to practice pronunciation, stress, intonation or other speaking and listening skills group. An oral English class should have materials with copious speaking activities. 13. Material is flexible enough to adapt to multiple levels, as larger classes tend to hold a broader range of abilities. 14. Available to you. If you require access to internet, DVD player and projector, make sure these items are available to you. 15. Look for materials that facilitate pupil centered lessons. An effective English class is one where the pupils do the majority of the activity and the teacher serves as the assistant.



&  Criteria for evaluation of materials 

Criteria for material selection  The materials must match the goals and objectives of the syllables or language programme  The materials should be consistent with the teaching-learning situation/approach  Take account of the pupil as a person – select materials that is motivating and within the ability of pupils (their age, interest, experience and knowledge)  Reduce anxiety by using from easy to more difficult materials (a familiar environment, within their experience and understanding)  Provide a context for pupils to listen and to talk about – when people choose to speak, it is always about something. They have communicative needs and purpose and as teachers, we need to attend to this. Provide interesting topics.  Maintain a careful balance between fluency and accuracy. First accuracy, then fluency o Fluency – speak smoothly but not necessarily grammatically o Accuracy - control and use the rules of the language  Able to provide a good model for pupils to imitate – use the target stress and intonation, correct pronunciation  Provide appropriate stimuli for eliciting speech  Encourage pupils to take reasonable risks in English – get them to explore further and willing to take risks in speaking English.  Create opportunities for pupils to interact by using group work or pair work o Use personalization of exercises by using the pupils’ names, hobbies, interests, etc. Plan and respond creatively during activities.  Provide opportunities for pupils to notice the gap o ‘notice the gap’ describes the pupils’ experience when they interact in a second / foreign language in the target language differs from the way the native or proficient speakers say it. o to make them realize the difference between what they want to say and what they can say.  The material should make learning easier  The material should create joy and interest in the learners  The materials should be attractive, colorful and durabl



&  Devise listening and speaking tasks based on selected learning outcomes 





Activities o Singing o Poems o Rhymes o Role Play o Drama o Dialogue "Answering Tips - Devising tasks" o List out activities o Give a sample of rhyme/song o Make sure it is pupil-centered "Answering Tips - Enhance Confidence" o Give examples and describe how it will boost ss confidence o Pupils aware of their own voice o Pupils develop cleaner, accurate and confident speech o Taps on imagination o Participate actively



& Topic 4 : Assessing Listening and Speaking Skills

 Issues in assessing listening & speaking Teaching vs. testing

Teaching

Testing

Enabling the pupils to succeed in the process of learning. Assess the pupils’ previous learning.

Assessing the products of learning.

Vs.

e.g.: to monitor progress. Prepare pupils for current and future learning.

The issues: i.

A test often leaves out important skills because of practical constraints. Teachers usually ONLY teaches things that are going to be asked in examinations. -

For example : The national examinations at Year 6 and Form 3 (UPSR and PMR) did not have listening and speaking component in them and many teachers did not pay sufficient attention to these very important skills for this reason.

ii.

Some teachers use the formats used in testing for teaching purpose.

iii.

Pupils only learn to choose one answer by answering multiple choices of questions. They will only learn for examination sake and do not develop their communication (listening and speaking) skills.



& Accuracy vs fluency

Accuracy 

Accuracy is the ability to produce correct

Fluency 

Fluency is the ability to read, speak, or

sentences using correct grammar and

write easily, smoothly, and expressively.

vocabulary.

In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context.





Accuracy is relative. A child in early



Fluency generally increases as pupils

primary isn't capable of the same level of

progress from beginning to advanced

accuracy as an adult.

readers and writers.

Teachers who concentrate on accuracy



Language teachers who concentrate on

help their pupils to produce

fluency help their pupils to express

grammatically correct written and

themselves in fluent English. They pay

spoken English.

more attention to meaning and context and are less concerned with grammatical errors.



Typical accuracy activities are: grammar



Typical fluency activities are: role plays,

presentations, gap-fill exercises, frame

speeches, communicative activities,

dialogues.

games.



&  Assessment strategies In Malaysia, an oral assessment is carried out to test the learners’ oral abilities, which is known as the School Based Oral Assessment (SBOA). It was proposed by the Malaysian Examination Syndicate in 2003. Unlike other national level examinations, the SBOA is administered by the subject teachers themselves in school. The assessment is carried out twice a year, during the first semester (May) and the final semester (October). The SBOA is carried out on pupils from Year One to Year Six, using five different models. The scores are given based on four constructs. The five models are: i.

ii.

iii.

iv.

v.

An Individual Assessment (Model One) - Teacher asks questions based on stimulus (word cards, pictures etc). Pupil answers the questions and teacher awards score according to the four constructs. Pupil And Listener Assessment (Model Two) - Teacher asks pupils to retell a story to their friends (listeners). They share information about a story. Teacher awards score to the teller (pupil) only. Pupil And Peer Assessment (Model Three) - Pupil chooses his/her own peer or teacher appoints the peer. Teacher gives a list of questions to the peer. Teacher gives stimulus to the pupil. Peer asks questions prepared by the teacher to the pupil. Teacher observes the interaction between the pupil and peer but awards score to the pupil being assessed only. Pair Work Assessment (Model Four) - Each pupil participates in giving ideas to the same visual stimulus. Pupils describe what they see. Scores are awarded to individually based on the ideas they present. Group (three’s or four’s) Assessment (Model Five) - Teacher gives the group a visual stimulus. Teacher asks the group of pupils to discuss among themselves the given visual stimulus. Pupils give relevant information and respond to enquiries made by the pupils in the group. Teacher observes and awards the score to the pupils in the group.

The four constructs used to award the scores are: i. ii. iii. iv.

Grammar and Vocabulary Pronunciation and Intonation Fluency and Rhythmic Ethics and Mannerism

**SBOA is used for KBSR syllabus.



& 

Types of listening assessment i. Multiple-choice (MCQ) ii. Short answer - It requires the listeners of a listening test to write a short answer from brief items iii. Information transfer - Labeling diagrams or pictures, completing forms or showing routes on maps. iv. Note taking - To assess the ability to take notes while listening to a lecture



Types of speaking assessment i.

Interview - To test oral interaction and the proficiency of the test takers in giving responses Interaction with peers - Two or more candidates are required to discuss a topic in a group Imitation - Candidates hear a series of sentences, each of which they have to repeat in turn.

ii. iii.

 Giving feedback and support Feedback Meaning : Information or comments about something that you have done which tell you how good or bad it is. Why do we give feedbacks? -

-

To let pupils know about their achievements o the knowledge that they are doing well gives students a sense of achievement which motivates them to learn more o to let students know when they have made a mistake so that they will learn from it and take corrective measures As a encouraging effort to develop positive habits Guide the pupils on how to improve their learning To build understanding on the subject being studied To improve pupils’ confidence, self-awareness and enthusiasm for learning



& Techniques in giving feedbacks -

-

-

Use positive approach o Make sure you facial expression, body language and the tone of voice is pleasing to the pupils o Give compliments MORE THAN criticism Point out their mistakes and show them correction Record their achievements in the form of chart o Write positive feedback for each of them Make them feel that they have not much of differences between each other (DO NOT compare them) Give feedbacks on the pupils’ behavior, not on their personal characteristics themselves  “I have been teaching here in front but you always not paying attention to me.” (right way)  “You are rude!” (wrong way) Us e interactive feedback (talking with the pupils) Use written feedback so that they would remember it Use simple words and comments so that they would understand it Give specific feedback so that they know what to do

Support Meaning : Help and encouragement that you give to a person or thing Why do we give support? -

To make sure the pupils continue learning and get more knowledge To motivate them to keep improving their listening and speaking skills



& Topic 5 : Planning for Teaching Listening and Speaking

 Principles of Lesson Planning o What is a Lesson Plan?  It’s the framework of my lesson.  It’s the map I follow during class.  It’s the product of my thoughts about the class and what I hope to achieve o

Why plan ahead?  reduces uncertainty or panic and gives you confidence and clarity.  reminds you to prepare materials beforehand, and makes it easier for you to  organize the time and activities flow in classes.  For pupils, evidence of a plan shows them the teacher has devoted time to  thinking about the class.  It is a way to help gain the respect of your pupils.  It suggests professionalism and commitment.  ensures that the class you are teaching gets a balanced mixture of different  materials, content and interaction types.  Planning helps you to develop a personal style. o

Categories for Planning a Lesson  Goals  Objectives  Prerequisites  Materials  Lesson Description  Lesson Procedure  Assessment/Evaluation

o

What to consider?  Engage: get the pupils interested in the class and hopefully enjoying what they are doing.  Study: it is a focus of language, such as grammar or vocabulary and pronunciation. It does not have to be NEW language input.  Activate: the pupils do writing and/ or speaking activities which require them to use not only the language they are studying that day, but also other language that they have learnt.



& o

Goals  Goals determine: o Purpose of the lesson o How pupils will engage  We need to think about: o Previous plans and activities o Broader objectives of the unit plan or curriculum as well as the goals for this unit o Future activities and new knowledge  Central objective: o What will pupils be able to do by the end of this lesson?

o

Objectives  Focus on what your pupils will do to acquire further knowledge and skills o Questions to ask include:  What will pupils be able to do during this lesson?  Under what conditions will pupils' performance be accomplished?  How will you determine if the objectives have been met?  How will pupils demonstrate that they have learned and understood the objectives of the lesson?  What do you want the pupil to learn as a result of the lesson o It should be observable and measurable.

o

Categories of Objectives  Knowledge - involves cognitive functions. Pupils categorize, analyze, recall, synthesize, recite, define.  Skills - concerns performing an action. Pupils measure, sing, play.



& o

Creating Learning Objectives  Create a stem o Eg. After completing the lesson, the pupil will be able to….blablabla  After you create the stem, add a verb o Eg. analyze, recognize, compare, provide, list, etc.  Then, determine the actual product, process, or outcome o Eg. generate ideas and plans for speech by using _____ (brainstorming, clustering, etc.)

o

Verbs to Use in Creating Educational Objectives (Bloom’s Taxonomy)  Knowledge – “choose”, “collect”, “complete”, “copy”  Comprehension – “arrange”, “categorize”, “change”  Application – “organize”, “predict”, “produce”  Analysis – “identify”, “illustrate”, “infer”, “outline”  Synthesis – “construct”, “create”, “deduce”  Evaluation – “explain”, “interpret”, “justify”

o

Prerequisites  Make sure pupils are ready to meet the lesson’s objectives  Check on their prior knowledge Questions include: o What must pupils already be able to do before this lesson? o What concepts have to be mastered in advance to accomplish the lesson objectives?

o

Materials  Determine necessary: o Preparation time o Resources/materials o Books, equipment, etc  Helpful questions to ask are: o What materials will be needed? o What needs to be prepared in advance?



& o

Lesson Procedure  Detailed, step-by-step description  How to achieve your objectives  How to proceed



& Lesson Plan Format Subject

: English Language

Class/Year

: Year 2 Pintar

Date/Day

: April 1, 2013, Monday

Time

: 10.15 a.m. – 11.15 a.m. (60 minutes)

Theme

: World of Knowledge

Topic

: Delicious Food

Focused Skill

: Listening and Speaking Skills

Content Standard : 1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation. Learning Standard

: 1.1.4 Able to talk about a stimulus with guidance.

Objectives

: By the end of the lesson, pupils will be able to: i. ii.

Describe what they have seen Identify food which has the /p/, /s/, /c/, /b/, /l/ sound correctly.

Vocabulary

: Pancakes, salad, cake, banana, lemon

Moral Values

: To appreciate the sounds of phonemes

Teaching Aids

: Labeled pictures of food, Composite pictures

Thinking Skill

: Classifying, Describing

Multiple Intelligence

: Interpersonal

Stage/Time

Content

Activities

Resources

Set induction (5 minutes) Presentation (20 minutes) Practice (15 minutes) Production (20 minutes) Closure (10 minutes)



&  Pedagogical principles

 Listening Skills : Use techniques that are intrinsically motivating o Identify personal interest and goals o Schemata is important factor in listening o Cultural can be facilitating/interfering o Construct technique appropriate to their age  Speaking Skills : Give pupils opportunities to initiate oral communication o Teacher ask question, give directions, and provide information o Part of coral communication competence is the ability to initiate conversations, to nominate topics, to ask question, to control conversations, and to change the subject o Check the teaching technique used have allowed pupils to initiate language  Speaking Skills : Encourage development of speaking strategies o Asking clarification (what?) o Asking someone to repeat something (Huh? Excuse me?) o Using fillers (Uh, I mean, Well) in order to gain time process o Using conversation maintenance cues (Uh-huh, Right, Yeah, Okay, Hm) o Getting someone’s attention (Hey, Say, So) o Using formulaic expression (How much does ____ cost?, How do you get to the?) o Using mime and nonverbal expressions to convey meaning



& Topic 6 : Planning Remedial and Enrichment Activities  Designing remedial and enrichment activities Concept of remedial: -

The correction of something bad or defective To provide pupils with activities/opportunities/information that assists them in improving upon a particular skill

Concept of enrichment: -

Expand on pupils’ learning in ways that differ from the methods used during the school day Enhance pupils’ education by bringing new concepts to light or by using old concepts in new ways Allow pupils to apply knowledge and skills stressed in school to real-life experiences

Purposes of remedial and enrichment activities -

To help pupils overcome gaps and errors in their English language proficiency To make pupils notice their mistakes or errors and discover for themselves what is wrong and what is right To monitor pupils’ errors or mistakes

Phonological Awareness -

Meaning: Sensitivity to the sound structure of language It demands the ability to turn one’s attention to sounds in spoken language while temporarily shifting away from its meaning.



& Hierarchy of Phonological Awareness Tasks (From the easiest at the top to the hardest at the bottom)

Preparatory Activities 

Develop listening habits

Rhyme Awareness Activities  

Identify words that rhyme Produce words that rhyme

Phoneme Awareness Activities 

Identify the beginning sound of a word  Identify the ending sound of a word  Identify the middle sound of a word

Segmenting Activities  Segment sentences into words  Segment words into syllables  Segment words into sounds

Blending Activities  Blend syllables into words  Blend sounds into words

Manipulation Activities  Delete syllables from words  Substitute syllables in words  Delete sounds from words  Substitute sounds in words



& Preparatory activities:    

Naming environmental sounds Sequencing sounds Simon Says Sing – Play songs : e.g. Old MacDonald, Apples and Bananas

Rhyme awareness activities:  Identify words that rhyme : e.g. matching pictures  Produce words that rhyme Phoneme awareness activities:  Identify the beginning sound of a word  Indentify the ending sound of a word  Identify the middle sound of a word Segmenting activities:  Segment sentences into words : o Counting Words  Teacher reads a phrase, the pupils will build a tower by using a number of blocks according to how many words are in the phrase o Scrambled Sentences  read a sentence aloud, have the pupils to arrange word cards to make the sentence  Segment words into syllables o Name Game  Prepare the pupils name on a card each, put them in a box. Sit in a circle and pass the box when the music begins. When the music stops, whoever is holding the box has to pick out a card and read the name of the card. The other pupils will follow saying the name and clap according to the number of syllables. o Drumming to the Beat  Give each pupil a stick and a marker. Teacher reads out any object and the pupils beat out the syllables on the plate with the stick.  Segment words into sounds o Head-Hip-Feet  Teacher reads out words up to 3 syllables and makes the pupils place their hands of their head, hop and feet according to the number of syllables. If there is only one syllable in a word, they will only place their hands on their head.



& Blending activities:  Blend syllables into words: o Mystery Card/Object  Give each pupil a card containing a picture, the name of the object and the segmented syllables. Ask them to read by syllable and the other pupils will guess the object. o Shopping List  Read out the items for a grocery shopping in syllables and let each of the pupil to write the word on the board.  Blend sounds into words o Come Together  Have three pupils at a distance in front of the group. Each pupil represents a sound in a word. Say three-sound word such as “r-e-d,” placing definite break between the sounds. Place them side by side and ask them to make the sound to form the word. The other pupils will guess the word. Manipulation activities:  Delete syllables from words o People in Action  Show pictures of occupation and let the pupils guess them. When they have identified the occupation, ask them what would the word be if you take off the “-er”. E.g.: teacher, singer, driver  Substitute syllables in words o Name Game (modified, not using their names)  Provide blocks of syllables to the pupils and let them to form three syllables words. Ask them to write down their founding and replace any syllable from the word to form another word.  Delete sounds from words o First Drop Off  Provide pictures of animals or any objects for the pupils in a box. Have one of them to pick out one and name it. Call on another pupil to say what the word would sound if you remove the first sound. E.g. “rat” becomes “at”  Substitute sounds in words o Change the sounds in songs to make it sound differently.



&  Drama, Storytelling, Elocution Drama What is drama? -

Drama is a unique too to explore and express human feeling. It is an essential from of behavior in all cultures and a fundamental human activity

Why teach drama? -

To enhance listening and speaking skills To build self-confidence to speak in front of other and to listen attentively to the other speakers To help the pupils to adapt their talk to the listeners, use range ways to express themselves and use talk to clarify their ideas

Examples of remedial and enrichment activity for drama: Remedial activity  Repeat what you hear and act out o Teacher plays a video clip on a situation at a grocery shop. Divide them into groups and give them the script of the video. They have to concentrate on the dialogues by listening attentively to the video and at the same time reading the script. After that, the teacher will take the script back and replay the video. He will use the pause button to let them to guess the dialogues. After that, they will have to act out the situation in groups. Enrichment activity  Story Dance o Divide them into groups and sit in circle for each group. Put props in the middle of each circle and ask them look at the props without discussing. Ask them to close their eyes and think what story they could create based on the props. Give them some time to think with their eyes closed and at the same time play relaxing music to create the mood. Have them tell their group members about the story they have imagined by using the props with the music on.



& Storytelling What is storytelling? -

STORYTELLING is the art in which a teller conveys a message, truths, information, knowledge, or wisdom to an audience - often subliminally - in an entertaining way, using whatever skills, (musical, artistic, creative) or props he chooses, to enhance the audience's enjoyment, retention and understanding of the message conveyed. Stories are sometimes told purely for joy and delight.

Why teach storytelling? -

To have the pupils practice the skills of listening and speaking in English language

Examples of storytelling activities:  Story Circle o Set a title for the session. The pupils sit in a circle. A pupil will begin the tale with a sentence and the other pupils will continue the thread one by one. Teacher records the session for later listening.  Creating Personal Fables o Ask the pupils to create stories based on their choice of animals



& Elocution What is elocution? -

The ability to speak clearly, correctly and without a strong accent.

Why teach elocution? -

To increase the pupils’ confidence when speaking in public To get rid of bad language habits To soften or reduce regional/national accent To improve pupils’ speaking skills

Example of elocution activity:  Tongue Twister o “she sells sea shells on the seashore” o “little lucky Luke likes lakes, lucky little Luke likes licking lakes” o “Peter Piper picked a piece of pickled pepper” o “Red leather yellow leather”



&

Happy studying and revising dear TESLites! PLEASE NOTE that this “BOOK” does not belong to us. It is a compilation of notes from various sources.

Keep sharing. :) Thank you.



FS TSL3105 Notes Compilation

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